190 THE UNIVERSITY 



tion in the general science of teaching. One lecture a week would 

 be sufficient to cover the ground. The subject-matter of the lectures 

 would embrace a discussion of these topics: general philosophy of 

 education, psychology of the child; general methods of teaching, 

 education, and discipline; outline of the history of pedagogy and the 

 methods employed abroad. Moreover, it is to be hoped that in each 

 particular department some professor will undertake to deliver a 

 course of lectures setting forth, if not the present approved methods 

 of instruction, at least what they have been in the past and what is 

 their status abroad. There might also be an elementary course in 

 school hygiene, and finally a few lectures on the rights and duties of 

 the officials, charged with the superintendence of secondary education. 

 The professor of pedagogy might also arrange for a series of visits to 

 primary or normal schools. The completion of this university course 

 would best be marked by granting a diploma for pedagogical studies, 

 the requirements for which would embrace first, an essay on some 

 question connected with the course of study; second, an oral discus- 

 sion and examination on the same topic. In place of these tests, 

 however, might be advantageously substituted a short period of 

 residence in some foreign country, to be devoted to a study of 

 its educational system and a formal report thereon. 



Second, in the High School. Here the apprentices would be in- 

 trusted, according to the special branch that each was studying, 

 to the particular care of professors who would receive for their 

 extra work of supervision a fair compensation. Each professor 

 could supervise the work of from four to, at most, six students, 

 who would .be handed over to him by one of his colleagues in the 

 university. He would be free to map out as he pleased the work 

 of this group of students, but would not fail to have them conduct 

 a certain number of classes and do similar practical work. The 

 cooperation between university and high school in the theory and 

 practice of teaching would be more complete and effective if the 

 university professor should happen to hear two or three of the classes 

 intrusted to his students. From time to time the apprentice might 

 be present at the classes and in departments of instruction other 

 than those in which he was specializing and might even inspect some 

 of their recitations. The carrying out of this part of the programme 

 would naturally devolve upon the principal, who also would give 

 instruction on the organization and general direction of studies and 

 discipline. In a word, our future professors would learn to know 

 the life of the school and to take an interest in it before participating 

 themselves in the common work. The results of this practical ap- 

 prenticeship would be attested by a series of reports submitted by the 

 principal, by the high-school professor, by the university professor, 



